Identity problems: relationships with mathematics in post-compulsory study
Y. Solomon (Lancaster University, UK)
Despite the demand for mathematical skills, UK degree entrant numbers in engineering, physical sciences and mathematics are falling. Research shows that students experience difficulty in mathematically demanding courses, and that issues of transition from school have contributed to this situation. However, even those who are successful at undergraduate level express fear of exclusion and failure. Focusing on three groups of undergraduate pure and applied mathematics students, this paper examines their perceptions of mathematics and experiences of university level teaching, and explores how they collectively build images of themselves as participants or non-participants in mathematics.